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Research & Resources
This is a growing list of articles, books, quotes and other resources about digital portfolios.
Portfolios (Authentic Assessment Toolbox)
By Jon Mueller
"... you and your
students need to be clear about the story the portfolio will be telling.
Certainly, you should not assign a portfolio unless you have a compelling
reason to do so. Portfolios take work to create, manage and assess. They
can easily feel like busywork and a burden to you and your students if
they just become folders filled with student papers. You and your students
need to believe that the selection of and reflection upon their work serves
one or more meaningful purposes."
Constructing a Professional Identity: Connecting College and Career Through ePortfolios
by Leslie Cordie, Jamie Sailors, Becky Barlow, and John S. Kush, Auburn University
"Students who identify the narrative themes running through their
experiences, and use those themes to develop an online presence, are able to reflect, construct, and
articulate a professional identity through the ePortfolio. Students then can answer the critical
question posed by employers, “Tell me about yourself.”"
experiences, and use those themes to develop an online presence, are able to reflect, construct, and
articulate a professional identity through the ePortfolio. Students then can answer the critical
question posed by employers, “Tell me about yourself.”"
E-Portfolios and Their Uses in Higher Education
by Zach Winchell
E-portfolios are valuable tools to aid in students’ academic growth and their transition into the career landscape. The use of e-portfolios before, during, and after higher education continues to rise, as does the number of exceptional e-portfolio platforms. This article provides an overview of what e-portfolios are, how they benefit students, faculty members, and employers, and how to choose the right e-portfolio platform.
by Zach Winchell
E-portfolios are valuable tools to aid in students’ academic growth and their transition into the career landscape. The use of e-portfolios before, during, and after higher education continues to rise, as does the number of exceptional e-portfolio platforms. This article provides an overview of what e-portfolios are, how they benefit students, faculty members, and employers, and how to choose the right e-portfolio platform.
Catalyst in Action: Case Studies of High-Impact ePortfolio Practice
Eynon, Bret, editor.; Gambino, Laura M., editor. 2018
"In Catalyst in Action, teams of faculty and college leaders
detail their experiences exploring and testing the Framework on their
campuses. Working with diverse groups of students in a broad range of
disciplines and settings, the case study authors put Eynon and Gambino’s
integrative strategies into practice. Catalyst in Action shares their findings and their insights"
Field Guide to Eportfolio
A community-sourced, peer-reviewed, global, and digital
effort to define a field of professional practice. A Collaborative of the
Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL);
the Association of American Colleges and Universities (AAC&U);
the International Journal of ePortfolio (IJeP); and
Electronic Portfolio Action and Communication (EPAC) Community of Practice
effort to define a field of professional practice. A Collaborative of the
Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL);
the Association of American Colleges and Universities (AAC&U);
the International Journal of ePortfolio (IJeP); and
Electronic Portfolio Action and Communication (EPAC) Community of Practice
High-Impact ePortfolio Practice: A Catalyst for Student, Faculty, and Institutional Learning
by
"In High Impact ePortfolio Practice, Eynon and Gambino outlined
the Catalyst Framework, spotlighting the strategies needed to launch,
build and sustain a “high-impact” ePortfolio practice. Linking
integrative social pedagogy to technology, assessment and professional
development, the Catalyst Framework offers guiding principles and
classroom-based ePortfolio practices that improve student success,
deepen the student learning experience, and catalyze learning-centered
institutional change."
The Dark Side of Higher Ed's ePortfolios
The evolution of the ePortfolio from inspiring to an EAP—and whether or not it will survive.Full Article in eCampus News - April 27, 2017
AePR The AAEEBL ePortfolio Review
This issue is all about reflection. "In the use of ePortfolio, reflection allows the learner to further contemplate past events and tie them to current activities and
acts to broaden the learning environment." Cindy P. Stevens & David R. Dannenberg, Co-Executive Editors
AePR Vol. 1 Issue 2 - April 2017
"Analysis of students’ eportfolios and written reflections highlight how
eportfolios can be used for the four following purposes: reflection,
communication, developing professional identity, and demonstrated
learning."
Full Article in Peer Review - AAC&U - Summer 2016
Professional Development for High-Impact Eportfolio Process
Professional development is particularly critical for successful eportfolio practice. Eportfolio technology is simple to learn, but integrative eportfolio pedagogy takes time and support to master. Since eportfolio practice is most effective when students use it to connect learning across courses, disciplines, and semesters, eportfolio projects must move beyond “early adopters,” engaging a broader group of faculty and staff to construct shared purpose and coordinated design.
Professional development is particularly critical for successful eportfolio practice. Eportfolio technology is simple to learn, but integrative eportfolio pedagogy takes time and support to master. Since eportfolio practice is most effective when students use it to connect learning across courses, disciplines, and semesters, eportfolio projects must move beyond “early adopters,” engaging a broader group of faculty and staff to construct shared purpose and coordinated design.
Full Article in Peer Review - AAC&U - Summer 2016
Eportfolios: Supporting Reflection and Deep Learning in High-Impact Practices
the implementation of eportfolios was a means for supporting several
functions: (1) as an opportunity for students to reflect on and
integrate their academic and cocurricular work; (2) as the focus of
advising conversations about a student’s plans, progress, and
achievements; (3) as the creative opportunity for an “enhanced resume”
for job and graduate school interviews; and (4) as an assessment tool
for students, their departments, and the college.
Full Article in Peer Review - AAC&U - Summer 2016
E-Portfolio: The LMS for Students
AAEEBL President Trent Batson explains the evolving role of e-portfolio technology in higher education.
5 Lessons Worth Learning About E-Portfolios
The University of Alaska Anchorage shares best practices from its institution-wide electronic portfolio implementation and new approaches to gain rapid traction among faculty and students.
The University of Alaska Anchorage shares best practices from its institution-wide electronic portfolio implementation and new approaches to gain rapid traction among faculty and students.
Exploring the “E”
"...the “glue” that holds experience and learning together."
Experience, evidence, and engagement
Engaging Today's Learners: Students and ePortfolio
"In other words, the message should be about the ways that
ePortfolios are personally significant and relevant to students both in
the context of the course, program, or institution but also to their
overall learning, individual goals, and identity development." This is a posting of Tomorrow's Professor, a mailing list sponsored by the Stanford Center for Teaching and Learning.
4 Common E-Portfolio Mistakes To Avoid
Electronic portfolio projects have great potential to impact learning, assessment, and professional development. Yet expanding e-portfolios campuswide and sustaining the program isn't easy. Here are four pitfalls to watch out for.
Campus Conversations: A Series by Trent Batson
We find that in a culture of
mutual support, we can focus on pedagogy first and let the technology catch up
with us, which is how it should be, rather than the other way around.
~ Michael Moore, DePaul
University
Why Large-Scale E-Portfolios Make Sense - 07/09/2014
A new initiative at the University of Alaska Anchorage aims to roll out
campuswide e-portfolios by 2015, with the potential to go even broader
on the horizon.
Full article in Campus Technology
Collect, Curate and Carry Forward
Digital Learning Evidence an AAEBL Initiative
Deploy tools that enable all students
to curate rich evidence of learning
". . . to encourage the study of practices and pedagogies associated with ePortfolio in educational settings . . ."